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    <div id="tip_area"><p id="tip_article">济宁医学院精神卫生学院英语翻译竞赛参评译文</p></div>
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        <div class="article_title_area">            
            <div class="studentcn article">
                <p class="author_tip">GZG 同学译文</p>
                <p class="article_title">从阴暗面看“神童”们</p>
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            <div class="english article">
                <p class="author_tip">英文原文</p>
                <p class="article_title">Watching Prodigies for the Dark Side</p>
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            <div class="teachercn article">
                <p class="author_tip">W 老师修改的译文</p>
                <p class="article_title">关注神童的灰暗面</p>
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            <div class="studentcn article">
                <p>杰弗瑞不再对小学的学业感兴趣。他记不住他学过的东西，而且他的成绩很差。在休息时，他独自一人，避免与同学们打交道。他还知道他的父母对他的表现很失望。他的老师最终建议他的父母带他去儿童精神科医生那里做诊断。治疗医师对杰弗瑞进行了一次特殊的智力测试，而结果显示他的智商为150，远高于他的同龄人，他是个具有极高天赋的孩子。</p>
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            <div class="english article">
                <p>Jeffrey is just not interested in elementary school anymore. He doesn't retain what he is taught, and his grades are bad. At recess he avoids classmates and keeps to himself. He knows his parents are disappointed in him, too. His teacher finally recommends that he be taken to a child psychiatrist for evaluation. The therapist administers a special intelligence test, and Jeffrey turns out to have an IQ of 150—far above the average for his age. He is a highly gifted child.</p>
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            <div class="teachercn article">
                <p>杰弗瑞最近不再对小学感兴趣。他记不住学过的东西，成绩也不好。休息时，他躲避同学，自己独处。他也知道父母对他失望。他的老师最终建议带他去儿童精神科医生那里做检查。治疗医师给杰弗瑞做了个特殊的智力测试，结果他的智商为150—远高于他的同龄人。他是个非常聪明的孩子。</p>
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                <p>有2-3%的孩子智商至少达到了130，他们被认为是“神童”。对于大多数智力超群的孩子来说，他们非凡的智力让他们在学习中占尽优势。他们可能在音乐、数学或自然科学这样的学科中成为佼佼者。但根据纵向比较研究显示的与平常观念相反的结果，那些“神童”们在学校和社会中遇到的麻烦并不比智力正常的孩子少。他们可能没有多少朋友，不过那也很正常，因为毕竟他们只需要大量的普通朋友。</p>
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            <div class="english article">
                <p>Two to 3 percent of children are considered highly gifted, showing IQ scores of at least 130. For many such youngsters, their extraordinary intellect gives them a real advantage in school. They may shine in music, math or science. Contrary to popular belief, child prodigies do not on average have more school or social problems than their less gifted peers, according to longitudinal studies. They may have fewer friends, but that is usually because they make greater demands of acquaintances.</p>
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            <div class="teachercn article">
                <p>2-3%的儿童智商成绩至少130，被认为非常聪明。对于多数这类孩子来说，他们超常的智力让他们在学校中确有优势。他们可能在音乐、数学或科学方面表现出众。与通常的看法不同，根据纵向研究发现，神童们的在校问题或社交问题平均起来并不比他们的普通同学多。他们可能朋友较少，但通常是因为与他们熟识要求较高。</p>
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            <div class="studentcn article">
                <p>然而对于“神童”们，也有一个晦暗的方面：对于那些智力最具天赋、智商在140-150阶段的孩子们来说，他们的智商被证明是一个陷阱。因为这些孩子在很小的年龄便极富洞察力，能弄清楚成人的思想，这使他们过早地常常意识到失败的潜在威胁。家长和老师们必须在这些孩子的心中寻找一个安静的恶魔——对失败的威胁的预见让他们觉得自己很无能。</p>
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            <div class="english article">
                <p>And yet there is a dark side. For some of the most talented—those with IQs in the 140 to 150 range—their gifts can turn out to be a trap. Because these children are so insightful at such a young age, able to make sense of adult ideas, they are constantly aware of the potential risk of failure. This awareness can immobilize them to the point of emotional paralysis, a quiet demon that parents and teachers must watch for.</p>
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            <div class="teachercn article">
                <p>然而还是有灰暗的一面。对有些最有天赋、智商在140-150之间的儿童来说，他们的天赋可能结果是一个陷阱。因为这些儿童年龄那么小认识问题就非常深刻，能够理解成人的想法，他们常常意识到潜在的失败风险。这种意识能使他们的情绪麻木固定，这是个无声的魔鬼，父母和老师都必须小心。</p>
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            <div class="studentcn article">
                <p>学校的测验为我们提供了一个例子：“神童”们不像普通学生那样专注精力，每次只做一道题，他们会不间断地考虑每个答案的内在含义以及犯错误的可能。杰弗瑞的行为反映了这种对即将到来的失败的连续感知。他害怕因自己学习上的表现使自己变得平庸。他也让自己远离他的同学们，因为他怀疑自己能否被接纳。</p>
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            <div class="english article">
                <p>School tests pose one example. Unlike classmates who typically approach exams with a certain detachment and answer one question at a time, some highly gifted children relentlessly consider the implications of each answer and what the risks are of making an error. Jeffrey's behavior reflected this constant sense of imminent failure. His fear caused his academic performance to be barely average. He also kept himself away from the other children because he doubted they would accept him.</p>
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            <div class="teachercn article">
                <p>学校考试就是一个例子。普通同学对待考试一般相对淡定，一道题一道题的答，而有些天赋很高的儿童反复考虑每一个答案可能产生的种种影响和做错了会有什么危险。杰弗瑞的行为反映了这种持续的面临失败感。他的害怕使他的考试成绩仅仅达到平均水平。他也不与其他儿童接触，担心他们是否会接纳他。</p>
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            <div class="studentcn article">
                <p>身心成长的失调能使这个陷阱变得更加危险。读写困难的问题困扰着10%的孩子，无关智商。这种情况在高智商的孩子身上尤为严重。从一个孩子进入学校的时候起，他发现即使自己对每件事情都可以轻松理解，他也无法得到好成绩。因此，他会与为什么他的努力只见到一点点回报这种观点不期而遇。一个固定的挫败感大餐会折磨他的自尊。这种情况产生的焦虑可能使他进一步被抑郁沮丧所笼罩。这样的孩子会渐渐地对学习失去兴趣并开始把自己从社交活动中隔离，以此作为自我防御。而惩罚只会让情况变得更糟。在“神童”们发展良好的是非观看来，惩罚是不合理的，因此这会加快他们逃避的脚步。</p>
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            <div class="english article">
                <p>Developmental disorders can exacerbate the trap. Dyslexia affects about 10 percent of children, regardless of their intelligence. The consequences are particularly severe for a highly gifted child. From the moment such a child enters school, he finds that he gets poor grades even though he comprehends everything easily. He therefore encounters difficulty understanding why his efforts meet with so little success. A steady diet of frustration eats at his self-esteem. The consequence is anxiety that may even shade into depression. As a defense, the child gradually loses interest in schoolwork and begins to isolate himself from social interaction. Punishment may only make matters worse. With their well-developed sense of right and wrong, prodigies consider punishment undeserved, and they may withdraw further.</p>
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            <div class="teachercn article">
                <p>发育障碍能加重这种困境。阅读障碍大约影响10%的儿童，不管他们的智力如何。天赋高的儿童后果会特别严重。这种儿童一入学就发现，即使他轻松理解每一件事，成绩却不好。所以他就难以明白为什么他的努力获取的成功那么小。持续的挫折侵蚀他的自尊。结果就是焦虑，甚至逐渐成为抑郁。儿童为了防御，逐渐丧失对学校作业的兴趣，开始脱离社会交往。惩罚只会使事情更糟。神童们已有了良好的是非观，知道惩罚是不应该的，所以可能会进一步退缩。</p>
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        <div class="paragraph">
            <div class="studentcn article">
                <p>此外，拥有极高自我察觉意识的“神童”们会强烈地发觉由各种身心发育失调所引发的性格缺失。例如，“神童”们可能强烈地意识到自己身体协调性不佳或空间定向能力不强，这些也能破坏他们的自我印象。</p>
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            <div class="english article">
                <p>Moreover, with their heightened self-awareness, gifted children keenly feel a personal loss caused by any developmental disorders. For example, highly gifted children may be acutely aware of a lack of physical coordination or spatial orientation, which also undermines their self-image.</p>
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            <div class="teachercn article">
                <p>而且，天才儿童自知力高，能敏锐地感觉到发育障碍引起的个人失败。例如，天赋高的儿童可敏感的意识到身体协调差或不能空间定向，这也会损害他们的自我形象。</p>
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        <div class="paragraph">
            <div class="studentcn article">
                <p>在某些案例中，智力测验也错误地引导了家长们和老师们。一个“神童”可能擅长回答那些口头的智力测验题，却在需要逻辑技巧的难题部分表现得迷茫。因为两部分的分数是有明显联系的，因此总成绩可能只是平均水平。在孩子自己的高期望和成人世界的失望评估之间的矛盾可能会带领孩子走向死胡同，而这个问题也难以化解。这个讽刺而不幸的结论就是：一个有着高智商的孩子可能在学校测试中戏剧性地不及格。</p>
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            <div class="english article">
                <p>In some cases, IQ tests mislead parents and teachers as well. A gifted child might excel in questions that probe verbal intelligence, say, but perform miserably on spatial reasoning skills in the labyrinth part of the test. Because both scores are typically combined, the overall result may be just average. The discrepancy between the child's own high expectations and the discouraging evaluation from the adult world may lead a boy or girl up a blind alley that is hard to resolve. The ironic and unfortunate result is that an extremely intelligent child may fail dramatically in school.</p>
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            <div class="teachercn article">
                <p>有时候，智商测验也误导父母和老师。比如说，一个天才儿童可能对测试言语智力的问题擅长，但在测验的迷宫部分，空间推理技能做的很糟。因为两项分通常合并，总的结果可能只是一般。儿童自己的高期望和成人世界令人泄气的评估发生矛盾，导致男孩或女孩钻牛角尖难以释怀。结果不幸而又具有讽刺意味，一个极为聪明的儿童在学校可能出人意料的不及格。</p>
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        <div class="article_title_area">
            <div class="studentcn article">
                <p class="article_title">尽早发现威胁</p>
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            <div class="english article">
                <p class="article_title">Catch It Early</p>
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            <div class="teachercn article">
                <p class="article_title">早期发现</p>
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        <div class="paragraph">
            <div class="studentcn article">
                <p>那么如何解决问题？第一步，辨别超常的智商和身心发育失调。这样家长们和老师们就能介入其中及时引导。发觉得越早意味着改正得越快。比如，在5岁时，看字读音训练可能在6到18个月就可以解决读写困难。但如果训练始于6岁，改正所需的时间可能二倍于前者，也增加了孩子放弃学习的可能性。</p>
            </div>
            <div class="english article">
                <p>So what is to be done? The first step is to recognize exceptional intelligence as well as developmental disorders so that parents and teachers can intervene. Earlier detection means quicker correction. For instance, in five-year-olds, phonics training can clear up dyslexia within six to 18 months. But if treatment begins only a year later, the correction can take twice as long—extending the chance that the child gives up on school.</p>
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            <div class="teachercn article">
                <p>那么怎么办呢？第一步是识别发育障碍和超常智力，以便父母和老师能够干预。早期发现意味着更快地矫正。比如，5岁时语音训练能在6-18个月内使阅读障碍好转。但如果治疗拖后仅一年，矫正要花两倍长的时间— 增加儿童放弃上学的几率。</p>
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        <div class="paragraph">
            <div class="studentcn article">
                <p>一个适龄的孩子是否被认为是空间方向感不强，可以通过比较智力测验中孩子在语言部分和非语言部分的表现来论证。如果非语言部分的分数比语言部分低10分或更多，医生会建议这个孩子去参加精神运动功能的训练。绘画、游戏和雕刻能帮助孩子学会协调自己的动作并提升空间方位感。这类训练在孩子5、6岁时进行最为有效。</p>
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            <div class="english article">
                <p>Whether a child's spatial orientation is age-appropriate can be demonstrated by comparing performance on the verbal and nonverbal sections of an IQ test. If the nonverbal result is more than 10 points below the verbal result, psychomotor training is recommended. Drawings, games and sculpting can help a child learn to coordinate his movements and improve spatial orientation. This kind of training is also most effective when begun by age five or six.</p>
            </div>
            <div class="teachercn article">
                <p>儿童空间定向是否与年龄相适应，可通过比较智商测验的言语和非言语部分成绩来发现。如果非言语部分的得分低于言语部分10分以上，建议接受精神运动训练。绘画、游戏和雕刻能帮助儿童学习协调运动改善空间定向。这种训练也是5～6岁时开始最有效。</p>
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            <div class="studentcn article">
                <p>如果语言部分和非语言部分的分差有20分甚至更多，家长应该考虑请一位家庭精神医师，来促进家庭成员间的活动与交流。在治疗过程中，医师会尝试去评定孩子是如何成长的及孩子身上的矛盾是如何产生的。有时，一个有运动神经问题或方向问题的孩子会害怕做诸如系鞋带一类的日常任务。她知道她可能会犯错并且不得不重新开始。也许这会让她必须忍受来自兄弟姐妹、父母或朋友的嘲笑。如果父母试着提供帮助，这回无意间增长孩子对父亲或母亲的依赖。然而如果父母不在孩子身边，她会很快有种被抛弃的感觉。为了帮助孩子重拾自立，医师会试着让她理解失败是日常生活中的一部分，而不是一个大灾难。</p>
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            <div class="english article">
                <p>If the discrepancy between verbal and nonverbal IQ tests is greater than 20 percent, family therapy should also be considered, to improve interaction among family members. During the sessions, the therapist will try to assess how the child has developed and how the testing discrepancy might have arisen. Sometimes a child with motor or orientation problems will be afraid of simple daily tasks, such as tying her shoes. She knows she will probably make mistakes and have to start over—perhaps enduring ridicule from siblings, parents or friends. If the parents try to help, they are unwittingly increasing her dependence on Mommy or Daddy. Yet if they are not around, she will quickly feel abandoned. To help the child regain her sense of independence, the therapist will try to get her to understand that failure is a normal part of life and not a catastrophe.</p>
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            <div class="teachercn article">
                <p>如果智商测验的言语和非言语成绩差距大于20%，还应考虑家庭治疗，以改善家庭成员之间的交往。治疗期间，治疗者将设法评估儿童的发育情况和测验差距产生原因。有时，伴有运动或定向问题的儿童会害怕简单的日常任务如系鞋带。她知道她可能会犯错并不得不重新开始—可能要忍受姊妹、父母或朋友的嘲笑。如果父母设法帮助，会无意间增加了她对妈妈或爸爸的依赖。然而如果父母不在身边，她会很快有被抛弃的感觉。为了帮助儿童重获独立感，治疗者将设法使她明白失败是生活中正常的一部分，而不是灾难。</p>
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        <div class="paragraph">
            <div class="studentcn article">
                <p>“神童”可能会将人格扭曲成不能被辨认的程度，精神学家称之为虚假自我的发展。这种问题通常因这些异常敏感的年轻人经常注意家人细微的行为而发生。因此，他们可能过度解读一些十分细微的不满行为。为了取悦父母，他们否定自己的需求，并按照他们认为的父母希望他们做事的方式去做，所有这类人都隐藏在顺从的面具后。为了避免虚假自我的发展，父母们应该提供给“神童”们许多不同的活动，并且无论他们选择追求什么，父母们都应该接纳而非评判。鼓励一个孩子的特殊兴趣是很重要的，这样他们便不会失去对学习的动力和愿望。</p>
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            <div class="english article">
                <p>Child prodigies may also distort their own personalities to the point where they become unrecognizable. Psychiatrists call this the development of a false self. This problem may occur because these extraordinarily sensitive young people often feel deeply the subtle reactions of family members. As a result, they may overinterpret even the slightest sign of dissatisfaction. To please their parents, they deny their own needs and behave in a way they think matches their parents' expectations. They all but disappear behind a mask of compliance. To prevent this development of a false self, parents should offer a highly gifted child several varied activities and accept without judgment whatever the child chooses to pursue. It is important to encourage a child's special interests so that she does not lose motivation or a willingness to work.</p>
            </div>
            <div class="teachercn article">
                <p>天才儿童也可能扭曲自己的人格，变得难以认出。精神病学家称之为假自我形成。这种问题的发生是因为这些非常敏感的年轻人常常强烈感受到家庭成员的微妙反应。结果他们可能过分解读甚至是最微小的不满迹象。为取悦父母，他们抑制自己的需求，按照他们认为的符合父母期望的行为表现自己。他们几乎消失在顺从面具的后面。为防止这种假自我形成，父母应给天才儿童提供多样化活动，接受儿童选择的追求而不加评判。重要的是鼓励儿童的特殊兴趣，以使她积极或情愿地去用功。</p>
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        <div class="paragraph">
            <div class="studentcn article">
                <p>了解“神童”的内心世界的陷阱并知道如何你想处理它们，就能利用他们超常的天赋显著地提高每个孩子成功的几率。同时，社会也更愿意从他们未来的贡献中获益，无论是在艺术、科学、公共服务或他们的天赋引领他们前往的每个领域。</p>
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            <div class="english article">
                <p>Knowing the potential pitfalls within a child prodigy's world, and how to counter them, can significantly improve each girl and boy's chances for success with their double-edged gifts. And society will be more likely to benefit from their future contributions, whether in art, science, public service or wherever their brilliance leads them.</p>
            </div>
            <div class="teachercn article">
                <p>了解儿童天才内心世界的潜在陷阱，知道怎样去对付，能显著提高每个孩子用他们的双刃天赋获取成功的几率。社会将更有可能从他们未来的贡献中获益，无论是在艺术、科学、公共服务还是他们的才华引领的任何领域。</p>
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        </div>
        <div class="article_title_area">
            <div class="studentcn article">
                <p class="article_title">头脑中的暴力</p>
            </div>
            <div class="english article">
                <p class="article_title">The Violent Brain</p>
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            <div class="teachercn article">
                <p class="article_title">暴力的脑</p>
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        <div class="paragraph">
            <div class="studentcn article">
                <p>在2006年9月13日，吉姆威尔·吉尔走进了位于蒙特利尔的道森大学的食堂里，在没有明显动作的情况下开枪击中了21人，造成19人受伤及包括他在内的2人死亡。同一天，在西弗吉尼亚的一所法庭内，一名妇女因强迫她的6名婚生和非婚生子女大量进食，并让他们吃掉他们自己的呕吐物以及其他暴行而入狱。同样是在9月13日，纽约一所法庭起诉了一个在他女友10岁孩子面前烧死孩子母亲的男人。在那个周三本没什么特别。我们每天都会从全世界听到关于谋杀、过失杀人、虐待和侮辱的报道。暴力是无所不在的。</p>
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            <div class="english article">
                <p>On September 13, 2006, Kimveer Gill walked into the cafeteria at Dawson College in Montreal and, without apparent motive, shot 21 people, injuring 19 and killing two, including himself. The same day a judge in West Virginia sent a woman to jail for, among other atrocities, forcing her six children and stepchildren to gorge themselves on food and then eat their own vomit. Also on the 13th, a court in New York sentenced a man for killing his girlfriend by setting her on fire—in front of her 10-year-old son. There was nothing special about that Wednesday. From around the world we hear reports of murder, manslaughter, cruelty and abuse every day. Violence is ubiquitous.</p>
            </div>
            <div class="teachercn article">
                <p>2006年9月13日，姆威尔·吉尔走进了蒙特利尔道森大学的食堂，没有明显动机地枪击21人，造成19人受伤及包括他在内的2人死亡。同一天，在西弗吉尼亚，一名妇女因强迫她的6名亲生和非亲生子女大量进食，并让他们吃掉他们自己的呕吐物以及其他暴行被法官送入监狱。还是在13日，纽约一所法庭审判了一名男子因其用火烧害死女友—在她10岁儿子的面前烧得。那个周三并没什么特别。我们每天听到来自世界的关于谋杀、过失杀人、残暴和虐待的报道。暴力无所不在。</p>
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        </div>
        <div class="paragraph">
            <div class="studentcn article">
                <p>但是，是什么驱使一个人去杀人、去残害他人、去侮辱他人，有时是为了一点小事或毫不明显的原因；为什么很多有暴力倾向的人会在刑满出狱后继续犯罪？这些人难道没有做其他事情的能力吗？我们评估了来自实施于世界各地的研究结果，重点聚焦在从斗殴到谋杀之中的行为变化，以及研究暴力在精神生物学的本质。我们得出的结论很简单：暴力行为从不会因一个简单的原因而突然发生。相反地，暴力行为是有很多危险因素联合产生，包括他们遗传来的性情、受伤的童年和其他消极的经历，而那些因素互相影响并逐渐使它们更严重。这种认识有一丝光明：积极的影响可能抵消那些促进暴力滋生的因素，可能为阻止暴力行为的发生提供了机会。</p>
            </div>
            <div class="english article">
                <p>But what drives one person to kill, maim or abuse another, sometimes for little or no obvious reason—and why do so many violent offenders return to crime after serving time in prison? Are these individuals incapable of any other behavior? We have evaluated the results of studies conducted around the world, focusing on acts ranging from fistfights to murder, in search of the psychobiological roots of violence. Our key conclusion is simple: violent behavior never erupts from a single cause. Rather it results from a combination of risk factors—among them inherited tendencies, a traumatic childhood and other negative experiences—that interact and aggravate one another. This realization has a silver lining: positive influences may be able to offset some of those factors that promote violence, possibly offering hope for prevention.</p>
            </div>
            <div class="teachercn article">
                <p>但是，是什么驱使一个人去杀害、残害、侮辱他人，有时为了一点小事或没有明显原因—为什么许多暴力罪犯刑满出狱后又去犯罪？这些人没能力去做其他的事吗？我们评估了世界各地的研究结果，重点是从斗殴到谋杀之间的种种行为，探寻暴力的精神生物学根源。我们的关键结论很简单：暴力行为从不会因单一原因而爆发。相反，是由多种危险因素联合所致—包括种种遗传的倾向、受伤的童年和其他消极的经历—这些因素相互影响相互加重。这种认识带来一线希望：积极的影响可能抵消某些促使暴力的因素，可能为预防暴力提供希望。</p>
            </div>
        </div>
        <div class="article_title_area">
            <div class="studentcn article">
                <p class="article_title">控制冲动</p>
            </div>
            <div class="english article">
                <p class="article_title">Impulse Control</p>
            </div>
            <div class="teachercn article">
                <p class="article_title">控制冲动</p>
            </div>
        </div>
        <div class="paragraph">
            <div class="studentcn article">
                <p>在1972年，一个由心理学家组成的国际团队建立了一项在已实施的研究中最大的一项纵向研究。达尼丁多学科健康与发展研究现在已跟踪研究了在34年间于新西兰达尼丁出生的1000人。来自伦敦国王学院和美国威斯康星-麦迪逊大学的特里·莫菲特和阿夫沙洛姆·卡斯皮参与了这项研究，他们主要检测反社会行为和暴力行为之间的联系。他们观察到那些表现得有反社会行为的人分成了明显的两组。大多数人年龄在13到15岁，而且他们的不法行为在开始时便几乎终止。然而，一小部分人在童年时便展现出反社会行为，在某些案例中5岁便有，并且这种状况会持续到成年后。在第二组中，多数都是男孩。</p>
            </div>
            <div class="english article">
                <p>In 1972 an international team of psychologists launched one of the largest longitudinal studies ever conducted. The Dunedin Multidisciplinary Health and Development Study has now followed approximately 1,000 people born in the New Zealand city of Dunedin for nearly 34 years. Terrie E. Moffitt and Avshalom Caspi, both at King's College London and the University of Wisconsin–Madison, have participated in the study, examining, among other things, antisocial behavior associated with physical violence. They have observed that those who exhibit antisocial behavior fall into two distinct groups. Most are between the ages of 13 and 15, and their delinquency stops just as quickly as it starts. A small minority, however, display antisocial behavior in childhood—in some cases as early as age five—and this conduct continues into adulthood. Among this latter group, almost all are boys.</p>
            </div>
            <div class="teachercn article">
                <p>1972年，一个国际心理学家团队启动了迄今最大的纵向研究之一。达尼丁多学科健康与发展研究现已跟踪研究了近34年间在新西兰达尼丁出生的约1000人。来自伦敦国王学院和威斯康星-麦迪逊大学的特里·莫菲特和阿夫沙洛姆·卡斯皮参与了这项研究，调查伴有身体暴力的反社会行为和其他事情。他们观察到表现有反社会行为者分成了明显的两组。大多数人是13到15岁，他们的违法行为发生的快停止的也快。而一小部分在童年就表现出反社会行为—有些案例早在5岁便有—并且这种品行持续到成年。在第二组中，几乎都是男孩。</p>
            </div>
        </div>
        <div class="paragraph">
            <div class="studentcn article">
                <p>事实上，男性的性别对于暴力行为是一个很危险的因素。像在犯罪统计中显示的，男孩和年轻男子犯下了大多关于人身伤害的罪行。根据FBI于2004年在全美的统计，90.1%的被捕的谋杀者为男性，并且男性引起的暴力犯罪占全部已破获案件的82.1%。女孩和女人在上世纪90年代被假定是没有多少侵略性。但女性参与了多数间接的、隐蔽的侵略行为，反之，男性倾向于立即的、公开的人身攻击。</p>
            </div>
            <div class="english article">
                <p>Indeed, male gender is the most important risk factor for violent behavior. As criminal statistics show, boys and young men commit the majority of physical assaults. According to the Federal Bureau of Investigation's statistics on crime in the U.S., 90.1 percent of murderers apprehended in 2004 were male and men accounted for 82.1 percent of the total number arrested for violent crimes. Girls and women are not necessarily less aggressive, as was assumed until the 1990s. But women engage in more indirect, covert aggression, whereas men tend toward immediate, outward physical aggression [see box on page 24].</p>
            </div>
            <div class="teachercn article">
                <p>确实，男性别是暴力行为最重要的危险因素。犯罪统计显示，大多数身体攻击是由男孩和年轻男子所犯。根据联邦调查局对美国的犯罪统计，2004年逮捕的杀人犯90.1%是男性，男性占因暴力犯罪被捕者总数的82.1%。女孩和女人未必攻击性低，上世纪90年代前曾被假定攻击性低。但女性参与较间接、隐蔽的攻击，而男性倾向于直接的、公开的身体攻击[见24页专栏]。</p>
            </div>
        </div>
        <div class="paragraph">
            <div class="studentcn article">
                <p>造成这种性别差异的原因是多种多样的。人们学习到的性别的不同角色便是其中之一，例如“女孩不该打人”“男孩需要有能力保护他们自己”。同时，间接的、有侵略性的策略需要相对高水平的社会性智商，这种能力女孩发展得更早更快。此外，神经生理上的差异也扮演了重要角色。在人数较少的小组中，在很小就表现出长期的暴力行为的男性，他们都典型地共有其他能说明问题的显著特征，例如对挫折几乎没有宽恕、在学习社会规则时存在缺陷、注意力不能集中的问题、缺乏与他人想法产生共鸣的能力、智商低、个性独特和极度冲动。</p>
            </div>
            <div class="english article">
                <p>The causes of these gender differences are manifold. Learned sex roles certainly enter into it: "girls don't hit," for example, but "boys need to be able to defend themselves." Also, indirect aggressive strategies require a relatively high level of social intelligence, which girls develop earlier and faster. Moreover, neurophysiological discrepancies almost certainly play a role. The small group of males who exhibit chronic violent behavior from an early age typically share other telltale traits, among them a low tolerance for frustration, deficiencies in learning social rules, attention problems, a decreased capacity for empathy, low intelligence and, most characteristic, extreme impulsiveness.</p>
            </div>
            <div class="teachercn article">
                <p>造成这种性别差异的原因是多种多样的。习得的性别角色肯定是其中之一：例如“女孩不该打人”但“男孩需要能保护他们自己”。还有，间接的攻击策略需要相对高的社会智力，这种能力女孩获得的较早较快。此外，神经生理上的差异几乎可以肯定也发挥了作用。暴力行为起于早年长期存在的一小部分男性，都有一些典型的、能说明问题的其他特质，例如对挫折耐受性低、学习社会规则不足、有各种注意问题、同情理解他人的能力低、智力差、以及最具特征的极端冲动。</p>
            </div>
        </div>
        <div class="paragraph">
            <div class="studentcn article">
                <p>相似地，那些有着很长时间坐牢经历的重复犯罪者看起来不能很好地控制他们的攻击性。在1999年，来自德克萨斯大学医学部的恩斯特·巴雷特和他的同事们采访了监禁在德克萨斯的犯人。他们发现很多囚犯坚持他们的暴力行为，即使他们知道他们的生活会因此过得艰难。当被问及为什么他们会继续以一个伤害自己的方式生活时，很多囚犯回答不知道。即使他们理解表现良好的重要性和拥有好的自控力的决心，他们也不相信自己有控制冲动的能力。</p>
            </div>
            <div class="english article">
                <p>Similarly, repeat offenders—particularly those who have long prison records—seem unable to keep their aggressive urges in check. The late neuroscientist Ernest S. Barratt and his colleagues at the University of Texas Medical Branch interviewed imprisoned criminals in Texas in 1999 and found that many inmates consistently picked fights, even though they knew that their lives would be made more difficult as a result. When asked why they continued to behave in ways that hurt them, many responded that they had no idea. Even though they understood the consequences and resolved to act with greater self-control the next time, they did not trust their own ability to keep their impulses at bay.</p>
            </div>
            <div class="teachercn article">
                <p>同样，累犯、特别是有长期蹲监记录者，似乎也不能控制他们的攻击冲动。已故神经科学家恩斯特·巴雷特和他的德克萨斯大学医学部的同事，曾于1999年在德克萨斯检查了监禁的犯人，发现许多犯人一贯找事打架，即使他们知道结果会使他们的生活更糟。当问及他们为什么不断地做那些伤及自己的事，许多人回答不知道。即使他们理解后果，决心下次好好控制自己，他们也不相信自己真能控制住自己的冲动。</p>
            </div>
        </div>
        <div class="paragraph">
            <div class="studentcn article">
                <p>初步调查表明，生物学上的结构可能妨碍一部分有暴力倾向的人，使他们更加难以表现得有控制力。在有暴力倾向的人之中，神经科学家们已经发现在边缘系统和前额皮质中结构和生理上的差异，大脑的区域在情感的发展和控制过程中起到了作用。一些科学家认为，在决定发生的眼窝前额皮质——前额皮质的一个区域，也是边缘系统的抑制区，在下丘脑和大脑原生的扁桃形区域有一种能控制恐惧和攻击性的物质。因此，如果一些缺陷或损伤损害了边缘系统和前额皮质的交流，一个人可能不会完全有能力控制他/她的情感上的反应。</p>
            </div>
            <div class="english article">
                <p>Preliminary research indicates that biology may handicap some of these individuals, making it more difficult for them to show restraint. Among violent offenders, neuroscientists have found anatomical and physiological differences in both the limbic system and the prefrontal cortex, brain regions that are involved in the development and control of emotions. Some scientists propose that the orbitofrontal cortex, a region of the prefrontal cortex where decision making takes place, inhibits areas of the limbic system—specifically the hypothalamus and the amygdala, primitive brain regions that are a source of fear and aggressive impulses. Thus, if some defect or injury impairs communication between the limbic system and the frontal cortex, a person might not be entirely able to moderate his or her emotional reactions.</p>
            </div>
            <div class="teachercn article">
                <p>初步研究表明，生物学原因可能妨碍这类个体中的一部分人，使他们克制自己比较困难。在暴力罪犯中，神经科学家已经发现边缘系统和前额皮质有结构和生理偏差，这两个脑区涉及情绪的发育和控制。一些科学家提出，负责决策的前额叶皮质的一个区域眶额皮质抑制边缘系统的一些区域—特别是下丘脑和杏仁核，这两个原始脑区是恐惧和攻击性冲动的根源。因此，如果某些缺陷或损伤损害了边缘系统和前额皮质之间的交流，可能这个人就不能完全控制他/她的情绪反应。</p>
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